Video 1: Beliefs That Make You Fail ...

Succeed
1. What is metacognition? (1 pt.)
Metacognition is a process that learners can use to facilitate learning, especially on their
own. It involves various strategies whose effectiveness may differ for each learner. As
such, it would be the teacher’s responsibility to acquaint their students with these different
strategies so that students may be able to determine those that are most effective for
them.
2. Cite 4 beliefs that undermine your learning. (8 pts.)
Learning is fast, Knowledge is composed of isolated facts, being good at a subject is a
matter of inborn talent, I'm really good at Multi-tasking.
Video 2: What Students Should Understand About How People Learn
3. In the video, how did the teacher test for metacognition? (5 pts.)
He make different group of students see words and group them by their level of
processing.
4. Differentiate critically shallow and deep levels of cognitive processing. (4 pts.)
In Deep Processing you can relate concepts to other concepts and differentiate them to
other concepts, because of your understanding of all the concepts you will be able to
apply this concept.
5. Based on the result of the teacher's experiment, what is the single most important factor
in
successful learning? (1 pt.)
What you think about while studying.
6. Based on Videos 1 and 2, what are the 3 factors that do contribute to your academic
success?
(6 pts.)
Effective Learning Strategies, Level of Processing, Focus
Video 3: Cognitive Principles for Optimizing Learning
7. How would you apply the Cognitive Principles for Optimizing Learning to your study? (5
pts.)
By practicing to achieve deep processing thinking, it will be really helpful to my study.
Video 4: Putting the Principles for Optimizing Learning Into Practice
8. Which of the three research-based strategies for achieving deep processing while
reading
have you always been using? Cite only one. How did this strategy affect your academic
performance? (3 pts.)
Practice retrieving information in way teacher expects, I use this strategy sometimes when
I’m really focused. When I do use it, it makes me understand deeply the contents.

9. Are you fond of note-taking? If yes, how does this help you process information? If no,
how
do you process information in a deep, meaningful way? (2 pts.)
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Sometimes, I recall the things I wrote, and remind me of what they mean.
10. How do you highlight for deep processing? (4 pts.
I do not highlight, but if I do, I am going to highlight the key points or important texts.
11. As a member of a group study, how would you contribute to the success of the
activity? (3
pts.)
I am going to come prepared to contribute to the team, study ahead and prepare some
questions.
Video 5: I Blew the Exam, Now What?
12. Looking at the title of this video, if you were asked the same question, what steps
should
you take to improve and do better? (3 pts.)
Be honest with myself, I will do the thing I did not do before the exam. Study, take notes,
read, review.
13. Cite five strategies you can use to help you succeed academically. (5 pts.)
Commit time and effort, minimize distractions, attend class, set realistic goals, do not
begin to slide.
I hope you viewed the videos with the goal of paying particular attention to certain
concepts
that can help you achieve optimal learning.

1. Fill out the matrix below:

https://soul.su.edu.ph/pluginfile.php/592459/mod_assign/intro/Research
%20Connection.docx
?time=1600222359956
2. Why did the Indonesian government decide to implement the 2013 Curriculum?
this is due to their internal and external challenges, among internal challenges associated
with eight educational standards of the National and external challenges such as has not
managed to Indonesia's participation in the study: International Trends in International
Mathematics and Science Study (TIMSS) and the Programmed for International Student
Assessment (PISA) since 1999 also showed the achievements of Indonesian children
were not encouraging in a couple of times a report issued TIMSS and PISA, due among
other many test material being asked in TIMSS and PISA material math is not on the
Indonesian curriculum (Regulation of Ministry of Education 67: 2013)
3. What did the 2013 Curriculum expect from the Indonesian teachers?
Elementary School teacher in Indonesia to implement the policy above, is needed
academic qualifications, competence and educator's certificate, healthy physically,
spiritually as well as having the ability to achieve national goals (government regulation
no74 : 2008) noticed also Bloom's taxonomy to develop three cognitive, affective and
psychomotor potential of faith, spiritual, also considering the views of the findings of
multiple intelligences Gardner (Multiple Intelligence), nine kinds of intelligence that was
published in a book called Frames of Mind : the Theory of Multiple intelligence (1983).

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4. Why was 2013 Curriculum not working effectively in some pilot project schools in
Indonesia?
there were only few teachers who understand the curriculum very well. The transformation
from the previous curriculum Kurikulum Tingkat Satuan Pendidikan (KTSP) or School-
Based Curriculum to Curriculum 2013 (K-13) has brought some significant impact of
changes. The new curriculum 2013 use scientific approach, authentic methodology and
assessment (Mulyati, Nurkamto, Suwandi, Slamet, & Andayani 2017) which are not
introduced and employed in the previous ones.
5. Cite three studies mentioned in this article that are very much related with the author' s
study on learner-centered teaching and mention the findings of each study.
One of the studies is reported by Ilma and Pratama (2015) mentioning several issues
regarding the evaluation of curriculum 2013. First, curriculum 2013 is seen to be too early
to implement without prior pilot project.
6. What type of research design was used by the researcher?
Descriptive research
7. What research instruments did the researcher use in collecting the data for this study?
. the data analysis showed that the curriculum as a static list of facts that can be learned
or topics that can be mastered. Reflection of differentiation that there are three different
constructions as follows: first the facts and information, both topics and third themes. All
three are an important element of the curriculum thematic (Carole and Harris, 1995) gives
a different role in children's learning can be explained as follows: facts and information
focused on ideas narrowly defined; topic to give context facts and information, how to
organize the information and questions existential themes interpreted broadly, beyond
disciplines, enabling learners to integrate information and topics in a variety of human
experience.
8. In a tabular form, cite the teachers' efforts in implementing learner-centered teaching
effectively and their role in learner-centered teaching as observed and interviewed by the
researcher.

9. In a tabular form, cite the differences between learner-centered teaching and traditional
teaching according to definition, role of teachers, learner involvement, instruction,
assessment.
Differences Between Learn-centered Teaching and Traditional Teaching

Learner Centered Traditional Teaching

Teaching

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 Definition Focus is on both Focus is on instructor
students and instructor

Role of Teachers Instructor models; Instructor talks; students

students interact with listen
instructor and one
another

Learner Involvement Students work in pairs, in Students work alone

groups, or alone
depending on the
purpose of the activity
Instruction(Teaching-Learning Instructor answers Students answer each
Process) students’ questions other’s questions, using
about language instructor as an information
resource
Assessment
Students evaluate their Instructor evaluates student
own learning; instructor learning
also evaluates
10. As a student, how do you take on the roles and responsibilities required of you in a
learner centered environment?
Participate, do the task on time, set goals to be wholesome individual and contribute to
the group what you’ve learned.

Topic 1 Activity 5: Philosophical Foundations that Influence Learner- centered Teaching

Due Wednesday, September 30, 2020, 1:00 PM
Late submissions: Only allowed for participants who have been granted an extension
1. Surf the internet and through a tabular form, differentiate these philosophical
foundations
(Essentialism, Perennialism, Progressivism, Constructivism) according to:
a. Aim
b. Role of Teachers
c. Focus
d. Philosopher/s
Essentialism Perennialism Progressivism Constructivism
Aim f knowledge that education is to education should Social
needs to be ensure that focus on the reconstructionism is a
transmitted to students whole child, rather philosophy that
students in a acquire than on the emphasizes the
systematic, disciplined understandings content or the addressing of social
way. about the great teacher questions and a quest
ideas of to create a better
Western society and worldwide
civilization democracy.
Role of The emphasis in this o teach ideas The scientific . Reconstructionist
Teachers conservative that are method is used by educators focus on a
perspective is on everlasting, to progressivist curriculum that
intellectual and moral seek enduring educators so that highlights social reform
standards that truths which students can as the aim of
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 schools should teach are constant, study matter and education.
not changing, events
as the natural systematically and
and human first hand.
worlds at their
most essential
level, do not
change.
Focus . It should focus on Humans are Learning is rooted Critical theorists, like
facts-the objective rational beings, in the questions of social
reality out there--and and their minds learners that arise reconstructionists,
"the basics," training need to be through believe that systems
students to read, developed. experiencing the must be changed to
write, speak, and world. It is active, overcome oppression
compute clearly and not passive. and improve human
logically. Schools conditions.
should not try to set or
influence policies
Philosophers James D. Koerner Mortimer Adler John Dewey Theodore Brameld

2. Which among the four mentioned philosophical foundations support learner-centered

teaching? Progressivism because The learner is a problem solver and thinker who makes
meaning through his or her individual experience in the physical and cultural context.
Effective teachers provide experiences so that students can learn by doing.
3. Is there a need to shift from teacher-centered teaching to learner-centered teaching
based on
philosophical foundations? If YES, why? If NO, cite your reason/s.
In some ways, because the human person are rational beings and we cant force the
strategies and style to them. They have there own beliefs and values.

Topic 1 Assessment 1: 5 to 7-minute Video on Metacognition Plan Create a 5-7 minute

video about your learnings on this topic. Based on the principles of metacognition:
1. I realized that metacognition...
2. To improve my study skill, this is my metacognitive game plan on how I can apply
metacognition...
3. As a future teacher, I will develop metacognition in students by...

Link: https://drive.google.com/file/d/1qYjhtzKI_O-vZoSZVpEKrUjMDzRHbvo1/view?
usp=sharing

Topic 1 Assessment 2: 3-5 Minute Infographics on Dimensions of Learner- centered

Teaching
How will the learner-centered philosophical foundations (Progressivism and
Constructivism)

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influence your teaching practice in the future?
Read the given material:
https://soul.su.edu.ph/pluginfile.php/434153/mod_assign/intro/DIMENSIONS%20OF
%20LEAR
NER-CENTERED%20TEACHING.pdf
Create a 3-5 minute text and graphic presentation or infographics/ PowerPoint
presentation
showing the paradigm shift: from teacher-centered to learner-centered teaching
emphasizing
the varied roles of the teacher in learner-centered teaching.
Link: https://drive.google.com/file/d/1JZ3sloquYmdkF9VyZXZUeQAFhxcy2jlG/view?
usp=sharing
Topic 2 Activity 1: What are the 14 Learner-Centered Psychological Principles?
You, the learner, are the center of instruction. The world of instruction revolves around
you. This
topic is focused on the fourteen (14) principles that run through the topics of this course.
A. Before you read an article entitled, "Learner-centered Psychological Principles",
examine
the title and jot down at least 3 words that come to your mind. Go back to each of these
words
and write phrases about why you think the word can be associated with LCP.
I think that Learner-centered Psychological Principles focus on…
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B. Examine the clip art below.
1. What two words do you see?
Teach and learn.
2. What relationship does the clip art show about these two words?
To be beautiful we need to incorporate teaching and learning, the relationship of these
words is strong. You cannot learn if there is no teaching and without learners how can you
teach?
3. What message do you get from this clip art? Relate it to your own role as a future
teacher.
As a future teacher I will be the one teaching and my student will be my learners. We need
to work together to become whole, just like the clip art, beautiful.

Topic 3 Activity 1: Jerome Bruner's Constructivist Theory, Gestalt Theory, and David
Ausubel's Subsumption Theory
Explore sources from the internet about the following:
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 1. Bruner's Constructivist Theory
Bruner's theory on constructivism encompasses the idea of learning as an active process
wherein those learning are able to form new ideas based on what their current knowledge
is as well as their past knowledge. A cognitive structure is defined as the mental
processes which offer the learner the ability to organize experiences and derive meaning
from them. These cognitive structures allow the learner to push past the given information
in constructing their new concepts. The learner, often a child, will take pieces of their past
knowledge and experiences and organize them to make sense of what they know, then
base further concepts and solve additional problems based upon a combination of what
they already processed and what they think should be processed next. The teacher
resources used should be focused on that of encouragement, aiding and allowing the
student to uncover the main principles on their own. Communication between the learner
and teacher is the key concept. Socratic learning is suggested as the best method of
communication in this theoretical framework, as it allows the teacher to actively note any
study skills the learner verbalizes, their progression, their frustrations, and form a rubric of
their current learning state based on the dialogue. Seeing as this theory takes known
information and expounds upon it, any teacher lesson plans, teacher worksheets, or
resources should in fact be constantly building the learner's knowledge in a spiral manner.
2. Gestalt Theory
Gestalt psychology, school of psychology founded in the 20th century that provided the
foundation for the modern study of perception. Gestalt theory emphasizes that the whole
of anything is greater than its parts. That is, the attributes of the whole are not deducible
from analysis of the parts in isolation. The word Gestalt is used in modern German to
mean the way a thing has been “placed,” or “put together.” There is no exact equivalent in
English. “Form” and “shape” are the usual translations; in psychology the word is often
interpreted as “pattern” or “configuration.” Gestalt theory originated in Austria and
Germany as a reaction against the associationist and structural schools’ atomistic
orientation (an approach which fragmented experience into distinct and unrelated
elements). Gestalt studies made use instead of phenomenology. This method, with a
tradition going back to Johann Wolfgang von Goethe, involves nothing more than the
description of direct psychological experience, with no restrictions on what is permissible
in the description. Gestalt psychology was in part an attempt to add a humanistic
dimension to what was considered a sterile approach to the scientific study of mental life.
Gestalt psychology further sought to encompass the qualities of form, meaning, and value
that prevailing psychologists had either ignored or presumed to fall outside the boundaries
of science.
3. Ausubel's Subsumption Theory
usubel’s theory is concerned with how individuals learn large amounts of meaningful
material from verbal/textual presentations in a school setting (in contrast to theories
developed in the context of laboratory experiments). According to Ausubel, learning is
based upon the kinds of superordinate, representational, and combinatorial processes that
occur during the reception of information. A primary process in learning is subsumption in
which new material is related to relevant ideas in the existing cognitive structure on a
substantive, non-verbatim basis. Cognitive structures represent the residue of all learning
experiences; forgetting occurs because certain details get integrated and lose their
individual identity. A major instructional mechanism proposed by Ausubel is the use of
advance organizers: “These organizers are introduced in advance of learning itself, and
are also presented at a higher level of abstraction, generality, and inclusiveness; and
since the substantive content of a given organizer or series of organizers is selected on
the basis of its suitability for explaining, integrating, and interrelating the material they
precede, this strategy simultaneously satisfies the substantive as well as the programming
criteria for enhancing the organization strength of cognitive structure.”
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and answer as best as you can the given task.

Topic 3 Activity 2: Cooperative and Experiential Learning Cooperative/collaborative and

experiential learning are lodged under constructivism. Hence, experience plays an
important role in creating knowledge. When applied to teaching, collaborative and
experiential learning activities have advantages especially in the 21st-century classroom
and in implementing the K to 12 curriculum. When learners are richly filled with learning
experiences, transfer of learning will run easily and smoothly. The theory of constructivism
is vital in the 21st Century teaching-learning process. The applicability of its principles
enables the learner to access various information about the previous and current
experiences. From these, the learner creates or constructs new sets of information and
concepts. Further, the idea of constructivism enables the learner to explore and discover
learning opportunities where he or she can generate new knowledge that will contribute to
what is existing. Watch this video and cite the teaching strategies and applications
employed by the teacher about the concepts of cooperative and experiential learning.

Cooperative Learning and Inquiry based Instruction

Cooperative and Experiential Learning Cooperative Learning- is an educational approach
which aims to organize classroom activities into academic and social learning
experiences. Experiential Learning-(or "learning by doing") is the process of actively
engaging students in an authentic experience that will have benefits and consequences.
Cooperative Learning- is an educational approach which aims to organize classroom
activities into academic and social learning experiences. The teacher in the video started
the class by presenting the lesson to the whole group and it is well arranged the teacher
also communicate for his intention and expected the results. There brainstorming and the
class is very collaborative and participation is really good.

SOUL Study 1: Teaching Approaches and the K to 12 Curriculum R.A. 10533, the
Enhanced Basic Education Act of 2013, states: "The curriculum shall use pedagogical
approaches that are constructivist, inquiry-based, reflective, collaborative, and integrative."
(Sec. 5e) It shall be "learner-centered, inclusive, developmentally appropriate." (Sec. 5a)
Observation Sheet: Teaching Approaches and the K to 12 Curriculum (RA 10533)
Subject Area: __ MTB-MLE__ Grade Level:
_II__

Teacher-centered Approach Learner-centered Approach

Did teacher lecture all the time? Were the learners involved in the
Nope teaching-learning
process? How? Or were they mere
passive recipients
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 of instruction?
Yes, They are asked to participate in
prayer, motivation, activities, and answer
questions from the teacher.

Was the emphasis mastery for the lesson Was the emphasis on the learners’
or for the application of the
test? Prove your answer. lesson in real life? Give proofs.

Mostly, it is focused more on subject At the same point, the questions and
matter for the test. The test given are content is in real life situations.
more on knowledge based, partly
affective.

Was class atmosphere competitive? Was class atmosphere collaborative?

Why? Yes, but in a clean sense because Why? Yes, Because the questions and
of rules. participation.
Did teacher focus only on one discipline/ Did teacher connect lesson to other
subject? nope disciplines/
subjects? yes
What teaching-learning practice shows that teaching approach was:
a. constructivist- connected to past experiences of learners; learners constructed new
lesson meanings

b. inquiry-based - student-centered approach where the instructor guides the students

through questions posed, methods designed, and data interpreted by the students.

c. developmentally appropriate - teaching that respects both the age and the individual
needs of each child

d. reflective - teachers reflect on their teaching practices in order to examine the overall
effectiveness

e. inclusive – all the students are accepted

f. collaborative - involves educators working in tandem to lead and pupils to

communicate

g. integrative - It includes learners interest

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My Analysis
1. Based on your observations, was instruction teacher-centered or student centered?

Student centered, the teacher let the student share there answers and they work together
and it was a collaborative approach.

2. Were there instances when the learners could have been involved in class proceedings
but were not? Give examples.
Sometimes when the student doesn’t feel comfortable or has lack of sleep.
3. What are possible consequences of teaching purely subject matter for mastery and for
the test?
The students will be enclosed in the four corners of the classroom, the learning will not
extend to the real world because the students are just bombarded with concepts but with
no application. Students will study just for the sake of examinations and what the teacher
had taught would be easily be forgotten.
4. If you were to reteach the class, would you be teacher-centered or student-centered?
Why?
I would teach student-centered and encourage my students to participate in our
discussion. Sometimes the teacher might get bored in pure lecture.
5. If you abide by the pedagogical approaches that K to 12 Law states, will you be more
teacher-centered or student-centered in approach? Explain your answer.
Yes I will abide more on student-centered approach where it engage the students to be
more active when it comes to class discussion and actively cooperating with the learning
activities that may extend and furnish their level of skills, knowledge and talents. This type
of approach wherein there is collaborative learning from which the students are work in
team or by a group when it comes to brainstorming or sharing of ideas from each other.

My Reflections
Between teacher-centered and learner-centered approach, the latter must be more
pedagogically sound because even R.A. 10533, the Enhanced Basic Education Act of
2013, mandates it for K to
12. Write your reflections about it. Or is it better to use both approaches?
Between teacher-centered and student-centered approach, the latter must be more
pedagogically sound because even R.A 10533, the Enhanced Basic education Act of
2013, mandates it for K to 12. Write you reflection about it. Or is it before to use both
approaches? As we know, student-centered classrooms shift the attention from the
teachers to the students, as students are encouraged to take responsibility for their own
learning. One way to help students learn to do this is by providing many opportunities for
student reflection. Student reflection requires that students give serious thought or

1
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consideration to something that has been done. It helps them develop the ability to make
discernments when problem-solving. It also encourages flexibility in thinking.

Teacher-centered approach v. learner-centered approach

Teacher-centered Learner-centered
Subject matter-centered Learner-centered
Teacher-dominated Interactive
Banking approach Constructivist
Disciplinal Integrated
Individualistic, competitive Collaborative
Indirect, guided Direct

SOUL Study 2: Constructivism

Please read the given factsheet:
https://soul.su.edu.ph/draftfile.php/4049/user/draft/873767850/Ed%2035%20Features
%20of
%20Constructivist%20Teaching.pdf
Viewing the same video given in Topic 3 Activity 2, observe the resource teacher with the
use of
an Observation Sheet.
Analyze your observations, then reflect on your observations and analysis.

Observation Sheets Neolie A. Laturnas Jr.

#1: Observation of Questioning Skills: Looking at Classroom Practices

Resource Teacher: Grade/Year Level: 6

Subject Area: Science

List the questions asked by the teacher in the lesson. Identify them as high-order (HO)
or low-order (LO) questions by checking the appropriate level.

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 Questions Asked Low Order High Order
Questions Questions
1. Why did we draw arrows going into the 
house?
2. What do we mean by equilibrium? 
3. What do you think the ‘I’ and the ‘C’ stands 
for?
4. Which allows for easy transfer of energy? 
5. Which one do you want in the walls and 
roof in your home in summertime?
6. What do we know about metals?
7. What stands out as we have not discussed? 

8. Why is an insulator good no matter what 

season it is?
9. Those three words you pointed out, 
conduction, convection, and radiation are all
the three types of heat transfer that we’re
going to focus on today. Do
we know anything about those words to start?
10. We know that there’s heat transfer, but 
where is the thermal energy coming from?

#2 Questioning Behavior
Score the Resource Teacher every time she demonstrates any of the following
questioning behaviors. Sample is shown in item #1.

Questioning Behavior Tally of Frequency

Use
1. Varying Type of Questions //// 4
2. Asking non-directed questions (ask the question first /////-/////-/ 11
before calling a student to answer?)
3. Calling on non-volunteers /////-/// 8
4. Prompting by rephrasing or by providing partial ///// 5
answer
5. Probing (to seek more details) /////-/ 6
6. Requiring abstract thinking (not just simple recall but /////-/////- 13
require HOTS) ///
7. Asking open-ended questions (divergent) /////-/ 6
8. Allowing sufficient time ///// 5
9. Involving as many as possible //// 4

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2
#3 Reacting Techniques

Reacting Behavior Tally of Frequency

Use
1. Providing acceptance feedback
2. Providing corrective feedback
3. Giving appropriate and sincere praise /////-//// 9
4. Repeating the answer /// 3
5. Explaining the answer/ expanding the answer /////-// 7
6. Rephrasing the question /////-///// 10
7. Asking follow-up questions /////-/////-/ 11
8. Redirecting questions to other students /////-// 7
9. Soliciting student questions /////- 5
10. Encouraging through non-verbal behavior /////- 5
11. Criticizing respondent his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as “okay”, “right”, etc.

Analysis:

1. For information processing at a higher level, which types of questions

should you ask more?

a I think – and based on my observation – higher order questioning develops

more critical thinking skills from the learners, and so these should be the
questions that’s used frequently in class.

2. Which type/s of questions was/were most asked?

a Based on my tally results – to the best of my observation – high level

questions were asked by the teacher most frequently.

3. Which type/s of questions were least asked?

a Low order questions were asked least.

4. Which questioning techniques were most employed? least employed?

a High-level questions
5. Which reacting techniques were most commonly used? least commonly
used?
a Based on my tally results, rephrasing the question, asking follow up
questions, and giving appropriate and sincere feedback. The least used
was repeating the answer.

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3
Reflection:
Children will explore, no matter what they’ve been through

Answer:
Maybe, but students often leave school with more, but I think the levels of questions they ask
students are also what they want students to grasp.

Neolie A. Laturnas Jr.

Observation Sheet 2: Constructivism

Subject Area: FILIPINO Grade Level: 4

Show that constructivist teaching approach is implemented when the teacher in the
video made use of interactive and collaborative teaching, integrative and inquiry-based
teaching by citing features or activities for every element.

Elements of Constructivist Approach Teaching behavior/s which prove/s

Observance of the Element
1. Authentic activities and real-world environments  Learners have the opportunity to
relate what they are learning by
applying concepts of panggalan and
using it in a sentence.

2. Multiple perspectives  When the class was asked by the

teacher if the pangyayari column in
one of the activities were correct,
some of the learners disagreed, so
they used critical thinking and
analyzing skills to conclude that
some of the answers given by their
peers were incorrect. And the
learners also got to explain why.
 Teacher engages learners in asking
if they like drawing, art, poetry, etc.

3. Wholistic, integrative The teacher encourages students to

think and reflect on their own life
experiences to contribute to the
learning tasks they were doing. Like
when the teacher asked the learners
about other panggalan they know of.
4. Self-directed learners  The class is definitely learner-
centered, and the learners are often
asked by the teacher; the learners
also negotiate with the teacher if they
see something lacking in the lecture.
 The teacher also emphasizes critical
thinking by letting the learners
 investigate and think about the
concepts they are learning.
5. Meaningful learning  Using rhymes and riddles, the
teacher enables learners to apply the
knowledge they have learned about
panggalan.
6. Collaborative learning  Group activities: like when the
teacher divided up the class to find
various Panggalan in the story
they read.
 Learners negotiated and listened
with one another on whether or not
they adhered to the objectives of the
activity.
 I observed that in one of the
activities, one learner would read
the book and then the rest of the
group would determine if they
indeed have found the panggalan
they were looking for.
7. Interactive learning  When students presented up front,
other students hear opinions from
their peers.
 Guided by the teacher’s instruction
of the given activity, learners are
engaged in their interactions with
one another as they proceed with
the given group activities.

My Analysis

1. Collaborative learning among learners may be termed peer-to-peer learning.

What is the advantage of peer-to-peer learning over teacher-student collaborative
teaching-learning?
a An example I can give about the advantage of peer-to-peer learning is in
the field of Communicative Language Teaching. Where the learners get to
hear each other communicate in an authentic, real-world, real-time setting.
So this helps learners notice errors in grammar, and also learn fluency and
accuracy, given of course with the scaffolding of the teacher. So as I
understand it, peer-to-peer learning enables learners to learn from one
another.
 2. Have you ever experienced having uncooperative members in a
group work, so you ended up doing the work by yourself? How
did you feel? What thoughts kept you going while you completed
the task without them?
a I have experienced multiple occasions throughout my school
life – even now in the advent of the ODL platforms, proving
it more difficult – and I actually prefer to work alone most of
the time – given that collaborative outputs are not
necessary – because, I have my own pace when I work.
But I do see an advantage in collaborative learning
because – and I’ll let this African proverb explain it – “if you
want to go fast, go alone, if you want to go far, go
together.”

3. What is the essence of knowing and applying the elements of

constructivism in implementing the K to 12 curriculum?
a Because the aim of the new K to 12 curriculum is to develop
whole person education and global competence,
constructivist teaching enables learners to use the
knowledge and skills they have acquired, and not just
apply it too, but to create, analyze, and evaluate concepts
they encounter, especially if we want globally competent
graduates contending in the global market.

Reflections.

Having studied about constructivism and its application in teaching, as

a future teacher, how do you apply constructivism in facilitating
learning? You may express your answer by drawing and other things.

Video:
https://www.youtube.com/watch?v=Of0h_xvkfYA&t=10s
https://soul.su.edu.ph/draftfile.php/4049/user/draft/873767850/Ed%2035%20SOUL
%20Study
%202.pdf
SOUL Study 3: The Teacher as the Master in the Art of Classroom Questioning Access
online sources about The Art of Classroom Questioning. Watch the given video and
observe the resource teacher with the use of Observation Sheets. Analyze your
observations, then reflect on your observations and analysis. Reference & Task:
https://soul.su.edu.ph/draftfile.php/4049/user/draft/748300682/Ed%2035%20The
%20Teacher%2 0as%20the%20Master%20in%20the%20Art%20of%20Classroom
%20Questioning%20%281%2 9.pdf Video: https://www.youtube.com/watch?
v=rX4Qc3XAosk

Final Assessment (e-portfolio) In lieu of a final written examination, you are required to
submit your e-portfolio as your final requirement for this course. Details are discussed
here: https://soul.su.edu.ph/pluginfile.php/592525/mod_assign/intro/Ed%2035Ed
%2039B%20Final% 20Requirement%20%28e-portfolio%29.pdf Scoring Rubric:
https://soul.su.edu.ph/pluginfile.php/592525/mod_assign/intro/SCORING%20RUBRIC
%20for% 20e-portfolio.pdf?time=1606895210247 Peer Evaluation Template:
https://soul.su.edu.ph/pluginfile.php/592525/mod_assign/intro/Ed%2035Ed%2039B
%20Peer% 20Evaluation%20Template%20%28e-portfolio%29.pdf